Name: Rebecca Jones Grade Level:_3rd 5 (mini lesson in centers)__
Lesson Subject/Title:
Leaning to Write a Summary with The Giving Tree
Performance Standards: ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student g. Summarizes text content. k. Self-monitors comprehension to clarify meaning.
Lesson Objectives (What students will know and/or do) :
The student will be able to summarize a short text including in their summary the main idea and 2-5 plot sentences.
Enduring Understanding:
How does using multiple strategies (writing summaries, making predictions, etc) help us to better understand and increase our knowledge on certain text that we may read.
Essential Questions:
Why is it important to know the big idea of a story?
Key Vocabulary:
Time
Procedures
Differentiation
Materials/Resources
Assessment
3 min
Introduction/hook/activation of prior knowledge
-Introduce the book by reading the title and the author. I will ask the students why they think that the author may have named the book The Giving Tree.
-The Giving Tree
-Reading journals
-pencil
5 min
15 min
Full day
Instructional activities Demonstrate/Model (if appropriate)
-Inform the students that we will be learning how to write a summary.
-Should not write a lot of details because we want people to still read the book.
- Include main characters, setting, and a maximum of five plot sentences.
- Take notes or draw pictures of big picture things they think are important throughout the story( does not have to be perfect, this is for their benefit) Guided Practice (if appropriate)
-read the story, stopping at appropriate points for them to write down or draw important things in the story (model for them what we are expecting this to look like)
- Help them to focus more on how the boy and tree are interacting not the specifics of what they are doing
- Read summaries and discuss (focus on the amount of detail) Independent Practice (if appropriate) -Group rotation for the next day: the group will read a story independently and be expected to summarize the story. This will be graded
-students can draw or write what is important
-The Giving Tree
-Reading journals
-pencil
-Little Grunt
-reading journal
-listen to the students summaries and re-teach
- Written: Do the students have the characters, the setting, and max of five important plot sentences? ( focus on interactions instead of specific details)
5 min
Review and Closure
-Ask them why the author chose the title they did again
-Remind them that the next group rotation that they go to they will be responsible for creating a summary for the short story Little Grunt (expectations) - Open the group for specific questions
Name: Rebecca Jones Grade Level:_3rd
5 (mini lesson in centers)__
Leaning to Write a Summary with The Giving Tree
ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student
g. Summarizes text content.
k. Self-monitors comprehension to clarify meaning.
The student will be able to summarize a short text including in their summary the main idea and 2-5 plot sentences.
Enduring Understanding:
How does using multiple strategies (writing summaries, making predictions, etc) help us to better understand and increase our knowledge on certain text that we may read.
Why is it important to know the big idea of a story?
-Introduce the book by reading the title and the author. I will ask the students why they think that the author may have named the book The Giving Tree.
-Reading journals
-pencil
15 min
Full day
Demonstrate/Model (if appropriate)
-Inform the students that we will be learning how to write a summary.
-Should not write a lot of details because we want people to still read the book.
- Include main characters, setting, and a maximum of five plot sentences.
- Take notes or draw pictures of big picture things they think are important throughout the story( does not have to be perfect, this is for their benefit)
Guided Practice (if appropriate)
-read the story, stopping at appropriate points for them to write down or draw important things in the story (model for them what we are expecting this to look like)
- Help them to focus more on how the boy and tree are interacting not the specifics of what they are doing
- Read summaries and discuss (focus on the amount of detail)
Independent Practice (if appropriate)
-Group rotation for the next day: the group will read a story independently and be expected to summarize the story. This will be graded
-Reading journals
-pencil
-Little Grunt
-reading journal
- Written: Do the students have the characters, the setting, and max of five important plot sentences? ( focus on interactions instead of specific details)
-Ask them why the author chose the title they did again
-Remind them that the next group rotation that they go to they will be responsible for creating a summary for the short story Little Grunt (expectations)
- Open the group for specific questions